Uganda Conflict Lesson Plan Religion - Trocaire

Daniel Okweng, aged 9,Bar Kawach, Barlonyo, northern Uganda.

Post Primary religious education resource

rebuilding lives

The STory BehinD the BOx – Meet Daniel okweng frOM UganDa trócaire – Meeting the neeDS of communiTieS uganDa at a glance creating laSTing change aDD yOUr stUDents’ vOices tO OUr online campaign cUrricUlar linKs claSSroom acTiviTieS

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welcome to our latest resource for Religious Education teachers. This resource has been written by Rosie Murray and Bríd Dunne from the education unit in Trócaire. Rosie travelled to Uganda in the summer of 2011 to meet with the young people, families and communities featured in this resource. Bríd recently joined the education team after 5 years teaching Religious Education at junior and senior cycle.

solidarity actionIncluded in this resource is a Solidarity Action to help protect a way of life in Uganda for small scale farmers. As your students fi nd out more about the community featured in this resource, they may want to do something to support them. We have included ideas on Page 6 and 10 and provided you with a blank poster for the students to fi ll in and return to us.

contents3-4 Teachers’ notes: you will fi nd useful background information

here to support your students as they learn.

5-7 Activities for Junior Cycle RE or Key Stage 3

8-10 Activities for Senior Cycle RE or Key Stage 4 (gCSE)

11 A Prayer service

All of the activities and information in this resource can be adapted to suit the needs of your class. The activities are designed to stimulate discussion, refl ection and action.

onlineTrócaire has videos and photos online to enrich the content of this resource. The online materials are ideal for use on whiteboards and will allow the students to see and hear more about Trócaire’s work and the lives of the communities featured in this resource. www.trocaire.org/education

TEACHERS’ nOTES2 //


the story behind the boXDaniel Okweng (9) from Uganda has learned how to ride a bike, play football and speak English. But he has also learned what it is like to have no home and live in fear. He was two when the soldiers came and his family was forced to leave their home. His mother remembers how diffi cult it was and how unhappy they were; they had little to eat and the children were scared to play. His mother and father told Daniel that life would be better in the future. After the war Daniel and his family returned home to face their biggest challenge of all – to begin again.

rebuilding lives, creating futures

THIS RESOURCE IS ABOUT DAnIEL, HIS FAMILy AnD HIS WIDER COMMUnITy FROM BAR KAWACH, BARLOnyO, nORTHERn UgAnDA. THEy HAVE SURVIVED 20 yEARS OF WAR AnD VIOLEnCE AnD ARE REBUILDIng THEIR LIVES. TRÓCAIRE UnDERSTAnDS THEIR BRAVERy AnD DETERMInATIOn AnD IS SUPPORTIng THEM TO BUILD A FUTURE.

In 2006 Trócaire’s partner FAPAD, Facilitation for Peace and Development,

began working with the community of Bar Kawach. First and foremost the community needed to begin farming their land again so that they could grow enough food for the family and try to earn enough money to get their children back to school.

As a community, Bar Kawach has been supported to rebuild their farms, but more importantly to rebuild their lives. Through group training and support, Trócaire’s partner has used the farms as a way of rebuilding families and communities. The community has been given regular training on everything from agriculture, healthcare and sanitation to domestic violence, human rights and family communications.

Family farms are improving, but more than that, community life is also improving; people feel safer in their homes and families help and support each other to strengthen their farms even further.

With the support of a community behind them, families like Daniel’s can do more than just survive, they can look beyond today and make plans for the future, for their children’s future. Only when people are able to provide for themselves and their family can they begin to become more aware of their rights and take a stand against the injustice and corruption that threatens to keep the next generation poor.

Your Lenten gift has the potential to turn ‘40 days in the desert’ into a lifetime of hope.

“For I was hungry and you gave me food; I was thirsty and you gave me a drink; I was a stranger and you took me in” (Mt 25:35)

Go online www.trocaire/education to watch Daniel’s video and Trócaire’s TV AD

TEACHERS’ nOTES // 3


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Uganda is a relatively small, predominantly agricultural, landlocked country situated in the great Lakes region of East Africa. It is famously known as the ‘Pearl of Africa’ due to its many natural wonders, such as Lake Victoria on the southern border.

Key Dates

1962 Uganda gains independence 1971-79 Idi Amin President

1986 – present Museveni President

1985 Led by Joseph Kony, The Lord’s Resistance Army (LRA) is formed. It begins its brutal war against central government authorities, targeting civilians and children.

2005 The International Criminal Court (ICC) in The Hague issues warrants against LRA leader Joseph Kony and his deputies for crimes against humanity.

2005 LRA are driven out of Uganda.2007 More than half of the estimated

1.8 million displaced people begin to return home to begin the process of rebuilding their lives.

2008 Trócaire opens an offi ce in Uganda’s capital, Kampala.

2010 Uganda remains one of the poorest countries in the world, and ranks 143rd out of 177 countries in terms of human development

The flag of Uganda has three colours:black identifies Uganda as a black nation of Africa, yellow represents the abundant sunshine and the red represents the brotherhood of Ugandans.

The Crested Crane is the official bird of Uganda. The three colours of Uganda are contained in its plumage.

uganda at a glance

Ugandan Facts And Figures

full name: Republic of Uganda Population: 34.6 million capital: Kampala area: 241,038 sq km (93,072

sq miles) Major languages: English (offi cial), Swahili

(offi cial), Luganda, various Bantu and nilotic languages

Major religions: Christianity, Islam life expectancy: 53.2 years standard of living: 63% in the north and 46%

in the northeast live below the poverty line, compared to the national average of 31%.

Monetary unit: 1 Ugandan shilling = 1 Euro = 3250 shillings.

Main exports: Coffee, fi sh and fi sh products, tea; tobacco, cotton, corn, beans, sesame. Recent oil discoveries have boosted economic prospects.

trócaire’s work in ugandathroughout north and north east Uganda trócaire works in partnership with local community based organisations in three ways:

1) Working with communities to increase livelihood production and access to resources, such as land and education; so that when people return home they can improve their quality of life, begin to live with dignity and understand their rights.

2) Enabling citizens to demand justice as a right and engage policy makers and duty bearers to implement pro-poor policies and programmes.

3) Highlighting and tackling domestic violence.

KENYAUGANDA

TANZANIA

ETHIOPIA

SOMALIA

REP. SOUTH SUDAN

DEM. REP. CONGO

TEACHERS’ nOTES


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how trócaire works of both approaches? Share these with the rest of the class.

Explain to the students that while Trócaire is involved in short term support with very vulnerable communities, it is very committed to long term development – working with local communities to understand the issues that affect them and working together to identify solutions for lasting change.

Partner in ProfileTrócaire has been working with its local partner FAPAD (Facilitation for Peace and Development) since 2006. FAPAD are involved in peace advocacy and training in Uganda. FAPAD seeks to promote human rights and sustainable livelihoods through their empowerment programmes in northern Uganda.

Working together with FAPAD, Trócaire has helped over 30 groups like Daniel’s community to come together as communities so that they can come to terms with their grief, rebuild their lives and look to the future.

Solidarity has sometimes been explained as ‘standing in someone else’s shoes’. For Trócaire, solidarity means walking alongside the world’s poorest people and working with them to make a difference. This involves understanding the root causes of poverty and how it affects people as well as taking action to make a difference.

more on Trócaire’s partnership on www.trocaire.org/education

more on FAPAD on http://www.fapaduganda.org/

aims: To explore different responses to challenges and the impact of getting to the root of a problem.curricular links: Junior cert re section a: Part 3 ‘calling to service’; Ks3 year 10 fully alive 3, term 2, lesson 16; Key skills: Critical thinking, analysis time: 40mins

Methodology: Read the following story aloud. Discuss its meaning with the class.

PuPPies in the riverOnce upon a time there was a small village on the edge of a river. The people there were happy and the life in the village was good. One day a villager noticed a puppy fl oating down the river. The villager quickly jumped into the river and swam out to save the puppy from drowning.

The next day this same villager was walking along the riverbank and noticed two puppies who were rescued from the swift waters. The following day four puppies were caught in the turbulent current and rescued; and then eight, then more, and still more.

The villagers organised themselves quickly, setting up watchtowers and training teams of swimmers who could resist the swift waters to rescue the puppies. Rescue squads were soon working 24 hours a day. The villagers organised themselves effi ciently: groups were trained to prepare food and provide blankets for the chilled puppies; others organised collections to get the money to buy the items the operation needed; many began to pray; a small group dealt with the many enquiries from newspaper and media people who came to the village and some found homes for the puppies.

But each day the number of helpless puppies increased.

One day however, someone raised the question: “Where are all these puppies coming from? Why are they falling into the river? Let’s organise a team to go upstream and talk to the communities upstream and fi nd out what’s going on?” Having listened to the story give students 5

minutes, in pairs, to explain the difference between short and long term support. What are the pros and cons? What are the impacts

JUnIOR RE & KEy STAgE 3


6 //

My name is Daniel Okweng and I am 9 years old. I come from a village called Bar Kawach, Barlonyo, northern Uganda. I am the youngest of 11 children. I live with my parents Betty and Joel, along with my brother Emmanuel (15) my sister Susan (20) and her son Coxson (3). My niece Vicky (6) also recently moved to live with us.

I enjoy going to school and playing with my friends. Each morning I get up, have breakfast, let the goats out to graze and then get my things together before I head to school. It takes me an hour to walk to school and we have to be there for 7.30 am. My favourite subject is English. We finish school at 4pm but we are allowed to stay and play till 5 pm and then we walk home.

When I get home I change out of my uniform and get something to eat. Then I have to do my chores. My first job is to get water from the pump. I go to the pump on my bike. I then tie up the goats and wash the dishes. After all my chores are done I go to a nearby field to play football with some of the older boys. I love football and my favourite team is Arsenal, although I rarely get to see them play. When I grow up I want to be a doctor.

Daniel’s mother Betty adds “Our community has been helped to build a borehole to get clean water. People aren’t

as sick as they used to be. We have also been helped to build latrines and rubbish tips to keep our homesteads clean and safe from disease.

As a community, Bar Kawach has been supported to rebuild their farms, but more importantly to rebuild their lives. Through group training and support, Trócaire’s partner has used the farms as a way of rebuilding families and communities. The community has been given regular training on everything from agriculture, healthcare and sanitation to domestic violence, human rights and family communications.

Family farms are improving, but more than that, community life is also improving; people feel safer in their homes, families help and support each other to strengthen their farms even further.

With the support of a community behind them, families like Daniel’s can do more than just survive, they can look beyond today and make plans for the future, for their children’s future. Only when people are able to provide for themselves and their family can they begin to become more aware of their rights and take a stand against the injustice and corruption that threatens to keep the next generation poor.

imPact of trócaire’s workaim: To learn what impact Trócaire’s work is having on Daniel and his family. curricular links: Junior certificate re: section f: religious Morality in action; Ks3 year 10 fully alive 3, term 2, lesson 16; time: 45 minsKey skills: analysis, critical thinkingPreparation: Blank poster paper, markers/pens

Methodology: Read or photocopy Daniel’s story. Discuss how Trócaire has made a difference

to Daniel’s life and his wider community. Daniel’s Mother Betty says ‘she feels secure

now’. Do you think she means physically secure or are there additional things which make us feel secure?

Divide students into groups and ask them to send a message of solidarity to Daniel’s family on the blank poster included.

To find out more about Daniel and his family, watch the Trócaire TV ad and use this to promote Trócaire’s Campaign in your school.



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trócaire – meeting the needs of communitiesaim: To gain an insight into the needs of a community and understand the work of Trócaire through its partners to meet that need. curricular links: religious education section a: communities of faith Part 1 & 2; Ks3 year 10 fully alive 3, term 2, lesson 16; Key skills: Reflection, working with others, critical thinking, analysis, problem solvingtime: 40 minsPreparation: candle, projector, markers, whiteboard/chart paper

Methodology: Turn off classroom lights and light a

single candle in centre of room or on teacher’s desk.

Invite students to find a quiet place in themselves, breathe in and out slowly and relax.

Invite students to close their eyes if they wish.

Over the course of the next 5 minutes prompt students with the following statements

Imagine what it would be like to be without adequate light from 6.30 in the evening... what would you do... How does light play a vital role in your community?...Lent comes from the old English which means “lengthening,”... It means Springtime.... The Sun is risen, and the Light of the World is growing in each of us... Lent means light is becoming more visible... As a community, we must choose to live honestly and openly, and we must light a path for others...What choices can you make this Lent to live honestly and openly?

Matthew 5:15 “Neither do people light a lamp and put it under a bowl. Instead they put it on its stand, and it gives light to everyone in the house”… In what way did you/can you light a path for others.

Blow out the candle, and ask students to open their eyes and sit in the dim light for 30 seconds.

Introduce Daniel’s community of Bar Kawach using the following story...

northern Uganda is emerging from a period of darkness. 20 years of war has brought misery, death and poverty to the whole region. Over 1.8 million people were forced to leave their homes and move into squalid camps where survival was a daily chore. At last, peace is returning to northern Uganda. And with that peace, comes hope.

Families and whole communities are returning home again to leave the darkness of the past behind and to create a new life in the villages and on the land that has not been tilled for so many years.

They are however, returning to a destroyed northern Uganda. The brutality and destruction committed by the Lord’s Resistance Army (LRA) is evident everywhere. Roads, crops, animals, houses, all possessions were lost to the looting and pillage that were hallmarks of the brutal conflict.

As people return home, they have little possessions, blankets, a few cooking utensils, maybe a goat and a chicken and some small household furniture. Through the work of our local partner, one of the items which Trócaire is providing to families are ‘solar lights’ to address their needs. Solar light is cheaper, safer and better for the environment and money saved on the expensive unhealthy alternative, kerosene, can be freed up to use for more sustainable purchases like seeds.

invite students in pairs to discuss the impact of trócaire’s work under the following headings; What do you like about this project? Do you think there is anything that could be improved upon or changed? Chart feedback on the board and highlight 2 key points Invite students to research these points

Bar Kawach community receiving solar lights.



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identity and belonging aim: To examine identity and belonging issues in a community following prolonged conflict.curricular links: section f: issues of Justice and Peace Part 1 &2; section B: christianity Part 1; gcse Option 2B effects of the roman catholic tradition upon aspects of christian lifestyle and behaviour – justice and reconciliation.Key skills: analysis, group work, critical thinkingtime: 40 minsPreparation: projector, whiteboard, markers, pens paper

Methodology:1. Discuss with the students, why is it

important for young people to have a sense of identity and belonging? What are the key aspects of belonging?

2. Consider Jesus’ identity established in Mark 8:27-29, Jesus and his disciples went onto the villages around Caesarea Philippi. On the way he asked them, “Who do people say I am?” They replied, “Some say John the Baptist; others say Elijah; and still others, one of the prophets.” “But what about you?” he asked. “Who do you say I am?” Peter answered, “you are the Messiah.”

3. Jesus’ identity was a source of controversy at the time. Identified in terms of his origin ‘a galilean’, some claimed that He was a blasphemer. Eventually claims made around His identity resulted in His crucifixion. Even at the time of Jesus, identity was rooted in belonging to a certain group and region.

4. Read the following reflection to the students and discuss.

Identity and belonging are key factors in how we view ourselves in the world. If someone asked you to describe your identity you may do so in terms of your name, age, and where you are from, your family and hobbies. Belonging is different. Belonging allows you to be yourself in an environment where you are most comfortable and included. Belonging is a privilege. Emmanuel (15), Daniel’s brother, is no different. He attends Adwari Senior Secondary school, loves science subjects and plays the thumb piano. He even made it to the national Music Competition in Kampala, and came third in Uganda. However Emmanual’s sense of belonging was brutally interrupted by the conflict in northern Uganda. He and his family were forced to leave their home and move into a camp. Emmanuel doesn’t remember much about life in the camp as he was young at the time and he wants to forget.

5. What are the main impacts on a community in the aftermath of prolonged conflict?

6. How do these issues impact on a persons’ sense of belonging? 7. Watch a slideshow of Emmanuel on www.trocaire.org/education 8. Looking at the impacts of conflict on Emmanuel’s life, unpack the issue

using the 5 whys activity

Emmanuel lost his home during the conflict

It was unsafe

The LRA were abducting children

For use as child soldiers/labour

To support their conflict

To win power/status/money

Emmanuel wants to forget about his time in the camp

Emmanuel and his family wanted to return home but it is challenging

issue

Why...because

Why...because

Why...because

Why...because

Why...because

Emmanuel, Daniel’s brother.

SEnIOR RE & KEy STAgE 4


// 9

lasting change

even clothe my children. They were traumatised and became very difficult. now that we are home and we have enough food- they are much better.”

Living in an area where a massacre took place is a haunting experience. And returning to a home where neighbours and family were slaughtered is a brave move. But the need to survive and provide for her children drove Lily on. In 2006, when she and her family came home from the camp things were not easy. Lily could not afford to keep her children in school and the family was struggling. They didn’t know how to make the most of their farm. “We didn’t know how to plan for the cash from our crops”

FAPAD, Trócaire’s local partner in northern Uganda, provided training to help the community improve their crop yields and they also received seeds to kick-start new crops such as soya. This year Lily and her husband built a brick home for the family, which they paid for from last year’s soya crop yield. The comfort and security of a brick home is an impressive achievement in Barlonya.

The community support FAPAD has given them means that “now we know how to plan and budget with the money we earn. now we can send all our children to school”, according to Lily.

The trauma of the war unsettled the community and made it difficult for people to re-adjust to life when they came home but thanks to FAPAD’s community support the people are confronting their hurt as a community and as families, so that they can move on and live in peace.

“now we are settled, trying to forget what happened and be neighbours who help each other”.

“Each one should use whatever gift he has received to serve others, faithfully administering God’s grace in its various forms.”1 Peter 4:10

aim: to explore how, together with Trócaire and their partners, communities have rebuilt their lives for lasting change curricular links: section f issues of Justice and Peace Part 3 the ecological crisis; gcse Option 2a effects of christianity on behaviour, attitudes and lifestyles – justice and reconciliation.Key skills: critical thinking, group work, presentation, debatingtime: 40 minsPreparation: projector, chart paper and markers

Methodology:Project or photocopy Lily’s story and read in class. Divide the class into 6 groups and circulate

chart paper and markers. Assign one of the following statements to

each group and ask them to debate and chart the pros and cons of each. Trócaire’s work should be primarily

concerned with food aid not rebuilding communities.

It is more important for us, as Irish citizens to act for justice at home before working aboard.

Irish politicians should be more concerned with domestic wealth than global poverty.

Small farmers are a hindrance to national development in Ireland and abroad.

It is better to send money to the local community than to tackle the underlying causes of poverty at government level.

Ask the group to appoint one person to present their chart to the class. Take feedback. Ask the class their reaction to what their

fellow students have said.

Lily Awor, 38, lives in the same community as Daniel and Emmanuel with her husband and seven children. The family relies on their farm to grow enough food to eat and earn enough income to send the children to school. nothing is possible without their farm. So when the war made it too dangerous to stay at home and farm their land – surviving became almost impossible.

Trying to look after her children and keep them safe during the war was a struggle for Lily. They moved to a local camp, when it became too dangerous to stay at home. “We didn’t have enough food in the camp; the children were stealing food and got into trouble. I couldn’t

Lily Awor.



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call to actionTrócaire will soon ask the Minister for Agriculture, Mr. Simon Coveney TD To show he is serious about supporting

small scale farmers by prioritising them in Ireland’s submission to the global Strategic Framework process in April 2012.

To show he is serious about promoting small scale farmers by attending the Un Committee on World Food Security meeting in October 2012 in Rome.

If you’d like to support Trócaire’s call for Daniel’s family and millions of small farmers around the world, please use the poster included in this pack, to fill in your message to Minister Coveney. Explain why you think he should support this campaign, sign all your names and send it back to Trócaire.

2. add your students’ voices to our online campaign – Log on to www.trocaire.org/lent 3. take part in trócaire’s lenten fast, “give It Up For Trócaire”.

aim: Call to action curricular links: gcse Option 2a effects of christianity on behaviour, attitudes and lifestyles – christian responsibility.Key skills: Time: 40 mins

Methodology: Read the reflection below and discuss with

your students. Belonging and identity are intrinsically linked

to our perceptions of ourselves but also to the interconnectedness of modern life. The tag line on Facebook reads “Facebook helps you connect and share with the people in your life”. But modern living is not just about being connected with the people we know but also being aware of how our lives, views and opinions impact on the lives of people unknown to us.

Discuss what kind of action your students can take as active citizens in response to their Christian call for justice.

Here are a few suggestions from us!1. Protect small farmers Way of lifeJoel’s story: you can help Joel to give Daniel a chance of a better future.

Joel is Daniel’s dad. Like any Dad he wants his children to lead full and happy lives; lives of dignity, potential, hope and freedom; a life where Daniel’s dream of becoming a doctor can actually be realised. But being a farmer in Uganda is a hard and unpredictable life. Joel needs support to build a brighter future for his children. The Ugandan government promised to support Joel, by helping him become a better, more productive farmer. They have failed to keep their promise.

75% of the world’s poor are people like Joel and Daniel. They live in rural areas and depend on agriculture for their survival. Our government representatives can support Joel by being a voice for him and other small famers. With your help, we can make sure this happens.

Trócaire is helping Joel and Daniel not only to rebuild their farm, but to rebuild their lives.The United nations is developing a plan to ensure that everyone has the right to food– it’s called the Un global Strategic Framework on Food Security.

Trócaire wants to make sure Ireland plays its part in achieving this! That’s where we need your help!

75% of the world’s poor are people like Joel and Daniel. They live in rural areas and depend on agriculture for their survival.

Daniel with father Joel.

“And whatever you do, whether in word or deed, do it all in the name of the Lord Jesus, giving thanks to God the Father through him.” Colossians 3:17



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Prayer service

aim: Prayer Service time: 40 minsPreparation: Candle for each participant, soft music.

leader: Lent is a time for replenishment. It is a time when the bad habits of the past are discarded, where our faith is renewed. It is the season when we fast from things that are not supportive to us and feast in the blessings that god gives us. Matthew explains that fasting is an opportunity for personal growth, a time to express your faith and strengthen your relationship with god and others.

student 1gospel: Matthew 6:17-21 Ash Wednesday Reading

fastingBut when you fast, put oil on your head and wash your face, so that it will not be obvious to others that you are fasting, “but only to your Father, who is unseen; and your Father, who sees what is done in secret, will reward you”.

student 2treasures in heaven“Do not store up for yourselves treasures on earth, where moths and vermin destroy, and where thieves break in and steal. But store up for yourselves treasures in heaven, where moths and vermin do not destroy, and where thieves do not break in and steal. For where your treasure is, there your heart will be also.” The gospel of the Lord. Thanks be to god.

teacher Questions for Quiet refl ection: Find a quiet space in yourself... close your eyes… concentrate on your breathing… ask… what about that gospel struck you? How is that gospel message refl ected in your life?

student reads refl ection: lentLent can be more than a time of fasting; it can be a season of feasting. We can use Lent to fast from certain things and to feast on others. It is a season in which we can: Fast from judging others; feast on the Christ dwelling in them

Fast from emphasis on differences; feast on the unity of life

Fast from apparent darkness; feast on the unity of light

Fast from words that pollute; feast on phrases that purify

Fast from complaining; feast on appreciation

Fast from self-concern; feast on compassion for others

go online to check out the Lenten Liturgy Resource 2012http://www.trocaire.org/resources/parishes

Fast from personal anxiety; feast on compassion for others

Fast from discouragements, feast on hope

Fast from facts that depress; feast on verities that uplift

Fast from lethargy; feast on enthusiasm

Fast from thoughts that weaken; feast on promises that inspire

(William Arthur Ward, American author, teacher and pastor, 1921-1994).

leader: Invite students to light a candle to symbolise their personal commitments this lent drawing to mind what they will fast from and feast in. Play soft music in the background.

leader: Invite students to take a moment in quite prayer for a personal intention. Pause for a few moments. Lord Hear Us.

together class Pray guide us Lord this Lent to always stand with those who face poverty and injustice. Through our baptism we are anointed priest, to serve, prophet and to teach, and king to look after those in need. guide us to fulfi ll our baptismal promises in the search for a just world. Help us to fast from indifference and feast in striving for freedom for all to live lives of dignity, potential and hope.

PRAyER SERVICE


thank youTRÓCAIRE HAS BEEn WORKIng WITH IRISH SCHOOLS AnD THEIR COMMUnITIES FOR nEARLy 40 yEARS. yOUR gEnEROSITy, SUPPORT AnD SOLIDARITy HAVE MADE A REAL DIFFEREnCE TO THE LIVES OF THE PEOPLE WE WORK WITH. THAnK yOU.

WE WOULD ALSO LIKE TO THAnK THE COMMUnITIES AnD ORgAnISATIOnS In UgAnDA WHOSE IMAgES AnD STORIES ARE THE InSPIRATIOn FOR THIS PACK. THE MATERIAL WOULD nOT HAVE BEEn MADE POSSIBLE, WITHOUT THEIR COURAgE AnD WILLIngnESS TO SHARE THEIR LIVES WITH US.

helP us helP the environmentReduce – to no longer receive a copy of our resource contact [email protected] – this resource can be used again and again or pass it on to one of your colleagues.Recycle – please recycle this resource when you are fi nished with it.Thank you!

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Uganda Conflict Lesson Plan Religion - Trocaire